Ac$vity  Process-­‐Show  Me  A  Story    1.  Use  the  felt  pieces  or  small  objects  and  the  

Show  me  a  story  cards  2.  Select  one  story  card  and  read  aloud.    3.  Ask  students  to  use  the  materials  to  show  you  

the  story.    4.  Support  students  in  verbalising  the  story.        

               Ac$vity  Process-­‐Hands  and  Feet    1.  Use  paper  hands  and  feet  to  make  combinaAons  to  5  using  

double  sided  counters.  Ask  students  to  make  a  story  about  5  by  placing  counters  on  each  of  the  fingers  of  a  paper  hand.  

     

2.  Place  felt  numbers  above  each  group  of  fingers  to  show  how  many.    

 

3.  Place  the  total  number  in  the  middle  of  the  hand.  4.  Ask  students  to  find  someone  with  the  same  story;  

different  story.    Write  the  number  story:  2  and  3  makes  5;  2+3=5.  

5.  Increase  to  10  by  using  two  hands,  as  students  are  ready.  6.  Use  paper  feet  as  a  variaAon  on  this  game.  

Source: E deVries & E Warren, 2011. Building Mathematics in the Early Years. Oxford University Press: Melbourne.

             

Introduc$on  Students will create addition and subtraction number stories using concrete objects.  Resources  •  Double-sided counters •  Paper hands (or feet) •  Double sided counters •  Foam digits – 0-9 •  Collection items to share. •  Show me a story cards •  Felt pieces •  Early Years FISH Cards •  Mandalany Kit  Time  /  Classroom  Organisa$on    These activities could be introduced in a small or large group context. Allow 20 minutes for each activity. Make materials available for experimentation and play. Repeat the activities using different materials. Australian  Curriculum  Prep  ACMNA004    Represent practical situations to model addition and sharing

Cross-­‐curriculum  priori$es  Aboriginal  and  Torres  Strait  Islander  histories  and  

cultures    

 

Word  Wall:  ‘number  stories’,  collec>ons,  quan>ty,  compare,  ‘combina>ons  to  five’,  ‘make  a  story  about’   P.4.4

Proficiency  Strand:  Understanding  –  connecAng  names,  numerals  and  quanAAes  Reasoning  –  explaining  comparisons  of  quanAAes  •  Early  FISH  Strategy    

There were 2 chickens with their mother. Mother hen clucked and 2 more chickens came. Then there were 4 chickens.

5 baby kookaburras were sitting in a tree. A barn owl went “hoot” and frightened 2 away. There were only 3 left.

9 bees were buzzing around their hive. 2 flew away to look for nectar. There were only 7 left back at the hive.

Prep  Year  Achievement  Standard  By  the  end  of  the  FoundaAon  year,  students  make  connecAons  between  number  names,  numerals  and  quanAAes  up  to  10.  They  compare  objects  using  mass,  length  and  capacity.  Students  connect  events  and  the  days  of  the  week.  They  explain  the  order  and  duraAon  of  events.  They  use  appropriate  language  to  describe  locaAon.    Students  count  to  and  from  20  and  order  small  collecAons.  They  group  objects  based  on  common  characterisAcs  and  sort  shapes  and  objects.  Students  answer  simple  quesAons  to  collect  informaAon.    Background  Reading  Using  a  variety  of  resources  to  enables  children  to  internalise  mathemaAcal  concepts  from  different  starAng  points  and  different  representaAons.  Children  develop  greater  resilience  when  they  see  the  same  mathemaAcs  represented  in  surprising  and  different  ways.  Helping  them  to  describe  and  explain  the  differences  and  the  difficulAes  in  using  very  different  representaAons  will  help  them  to  internalise  the  mathemaAcal  concepts.  Children  who  get  this  wider  experience  are  more  likely  to  use  mathemaAcs  in  a  broader  range  of  situaAons.  Source:  T  Brown  &  H  Liebling.  2005.  The  Really  Useful  Maths  Book.  Routledge:  Oxon.  P.  52/    

 Links  to  Related  MAGs  P.2.4  –  Make  to  10  P.3.1  –  Ten  frames  1.1.6  –  AddiAon  and  SubtracAon  Strategies  -­‐  1    

Varia$ons  &  Extensions  1.   A3  hands   Resources: A3 hands and double sided counters Use the A3 hands poster to complete the Activity Process – Hands and feet.  2.   Make  to  5.  Make  to  10 Resources: Make to 5 and Make to 10 Games Using the Make to 5 game, ask students to find two numbers that make 5. Write the number story. Create a real life story, for example: When students are ready, introduce the Make to 10 game. Digital  Resources  h^p://www.sheppardso_ware.com/mathgames/earlymath/bugabalooShoes.htm    

h^p://www.sheppardso_ware.com/mathgames/earlymath/subHarvest.htm            h^p://illuminaAons.nctm.org/AcAvityDetail.aspx?ID=198     Contexts  for  Learning  Play:  Leave  felt  board  and  materials  out  for  students  to  build  their  own  addiAon  and  subtracAon  stories.  Provide  whiteboards  for  students  to  represent  their  understandings.    InvesDgaDon:  Ask  students  to  make  up  new  Show  me  a  story  cards.    Write  these  on  to  cards  and  use  them  in  group  sessions.  Real  life  experience:  Use  any  opportunity  where  materials  are  being  used  to  bring  a^enAon  to  the  number  story,  for  example:  during  box  construcAon  -­‐  You  have  got  one  lid  for  the  wheels  –  you  need  4  altogether  –  how  many  more  lids  will  you  need?  RouDnes  and  TransiDons:  TransiAon  –  students  roll  two  dice  and  add  the  total.    Assessment  Hide  the  jelly  beans  Provide  a  pair  of  students  with  a  collecAon  of  6  counters  of  the  same  colour,  in  a  small  container.  One  student  closes  their  eyes  while  the  other  student  hides  some  of  the  objects  under  the  unturned  container.  The  first  student  opens  their  eyes  and  says  how  many  are  hidden.    Observe  the  student  doing  the  calculaAons  to  see  what  they  know  about  the  numbers  and  the  strategy  they  use  to  calculate  how  many  are  hidden.  You  may  need  to  increase  or  decrease  the  number  of  objects  in  the  collecAon  depending  on  the  numbers  the  students  are  familiar  with.  Source:  Steps  Professional  Development.    First  steps  in  Mathema>cs  –  Number  Course  Book.  ECU:  Churchlands,  W.A.  p  37        

Two butterflies were resting on a flower. Three more landed on the flower. Then there were five butterflies.

Adapted for use in the Cairns Diocese with the permission of the Catholic Education Office Toowoomba